• Quick retrieval from earlier learning (Linking words to add and explain: in addition, for instance, as a result; Topic sentences and paragraphs). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the linking phrase that fits best. The river flooded the fields. ___, the farmers could not plant their crops. (As a result / In addition / In other words / For instance) → As a resultPrompt: Read both sentences. What does the second one do?
2. The trip was postponed; that is, it was moved to a later date. What job does "that is" do? (adds another point / gives an example / shows a result / explains in other words) → explains in other wordsPrompt: Read what comes straight after the linking phrase.
3. ___ First, gather your ingredients. Next, mix them in a large bowl. Finally, bake for twenty minutes. Which is the best topic sentence? (Bowls can be large or small. / Making muffins is simple if you follow three steps. / Muffins are delicious. / My aunt has an oven.) → Making muffins is simple if you follow three steps.Prompt: What is the paragraph mostly about?

• Show two openings to the same piece of writing and ask which makes them want to read on.
• Share the objective: Hook your reader: choose the strongest opening. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which is the strongest opening for a story about a lost dog?
• Step 1: A strong opening hooks the reader with action, a question, a surprising fact or a vivid detail.
• Step 2: So the answer is: Somewhere in the storm, a small dog was howling my name.
• Answer: Somewhere in the storm, a small dog was howling my name.
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which is the strongest opening for an article about the deep ocean? (I like the ocean. / This article is about the ocean. / The ocean is deep. / Most of the deep ocean floor has never been seen by human eyes.) → Most of the deep ocean floor has never been seen by human eyes.Prompt: Which one makes you want to keep reading?
2. What kind of hook is this opening? Thunder rattled the windows as Leo crept down the dark stairs. (a question / a surprising fact / dialogue (speech) / action or vivid description) → action or vivid descriptionPrompt: Look at the punctuation: a question mark? Speech marks?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. What kind of hook is this opening? The ground shook, and the tallest tree crashed into the river. (a question / a surprising fact / dialogue (speech) / action or vivid description) → action or vivid descriptionPrompt: Look at the punctuation: a question mark? Speech marks?
2. Which is the strongest opening for a story about a first day at school? (School is a place where children learn. / This story is about school. / My new shoes squeaked with every step, and everyone turned to look. / It was my first day at school.) → My new shoes squeaked with every step, and everyone turned to look.Prompt: Which one makes you want to keep reading?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.